THE CORRELATION BETWEEN THE STUDENTS’ MASTERY

OF PRESENT TENSE AND THEIR WRITING ABILITY AT

THE EIGHT GRADE OF MTs NUSANTARA DADAP

INDRAMAYU

A THESIS

Submitted to English Language Teaching Department, Tarbiyah and Teacher

Training Faculty, Syekh Nurjati State Islamic Institute Cirebon in Partial

Fulfillment of The Requirements of Undergraduate Degree

By:

TISATUN

Reg. Number: 14111310158

ENGLISH LANGUAGE TEACHING DEPARTMENT

TARBIYAH AND TEACHERTRAINING FACULTY

SYEKH NURJATI STATE ISLAMIC INSTITUTE

CIREBON

2015

ii

ABSTRACT

Tisatun . 2015. The Correlation between the students‟ Mastery of Present Tense and

their writing ability at the Eighth Grade Students of MTs Nusantara Dadap

– Indramayu. English Education Department of Tarbiyah Faculty of Syekh Nurjati

State Institute for Islamic Studies. Advisor: (1) Dr. Tedi Rohadi, M.Pd, SE,

Dipl. TEFL (2) Farouk Imam Arrasyid, M.Pd.I, M.Pd.

There are four basic common skills of language that should be mastered

by students in learning English: listening, speaking, reading, and writing. All

these language skills are related to each other so the students must be trained

adequately in all the four basic skills to make them easily practice and use the

language.

As the one of English important skills, writing becomes the most difficult

skill experienced by Junior High School students because it has close relationship

with English grammar and structure. In writing, when the students, even, want to

make a simple sentence, they need to know the rules how to make it correct

grammatically and structurally. To be a good writer or at least to be able to make

an acceptable sentence based on the rules, the students have to master grammar

since it is the basic rule of language. In this case, verb tenses have an essential

role, because they tell readers when actions are taking place. Careful and accurate

use of tenses is important to clear writing. For instance, if the verbs in a passage

refer to actions occurring at present actions, the present tense is definitely needed

to be used.

This research aims to find out the correlation between the students’ mastery

of present tense and their writing ability at the eighth grade students of MTs.

Nusantara Dadap – Indramayu in academic year 2015/2016. To find the

correlation between the students’ mastery of present tense and their writing

ability, the writer conducted a correlational research which is in area of

quantitative research. The number of sample is taken from the 30 students test

result which is used as the instrument of this research. There are two kinds of test

result form that analyzed; multiple choice test result to get the data of the

students’ present tense mastery and written test result to get the data about the

students’ achievement in writing.

The writer carried out data analysis and tested the hypothesis. The mean

for the mastery of present tense test is 76, and the mean for writing test is 69. The

result of the correlation product moment was 0.677 and it was categorized as a

substantial correlation. The level 5% of rtable of product moment is 0.374. The

computation shows that r value is higher than rtable that is 0.677> 0.374 it means that

there is sufficient correlation between x variable and y variable. And the writer

finds that 45,8 % is the big influential level from the correlation between the

students’ mastery of present tense and their writing ability. And it can be known

that 54,2% of other factors influencing the students writing ability.

Key words: correlation, present tense and writing.

RATIFICATION

This thesis which is entitled in THE ])RRELATI)N BETWEEN THESTUDENTS' MASTERY OF PRESENT TENSE AND THEIR WRITING ABILITYAT THE EIGHT GRADE oF MTs NUSANTAR. DADAP-\NDRAMA)'u writtenby Tisatun with the student number l4l I1310158 has been examined on 2nd ofDesember 2015. It has been accepted by broad of examiners. It has beenrecognized as of the requirements for Undcrgraduate Degree in English LanguageTeaching Department at Tarbiyah and Teacher Training Faculty, Syekh NurjatiState Islamic Institute Cirebon.

Date

The Head of English LanguageTeaching DepartmentLala Bumela- M.PdNIP. 1982123120ti01 1 011

The Secretary of Englislit anguageTeaching DepartmentSumadi. SS. M.HumNIP. 1970100s 200003 I 002

Examiner 1

Drs. Tohidin M.PdNIP. 19650308 199903 I 002

Examiner 2Nur Antoni. E. T. SS. M. HumNIP. 19720717 2009121 }at

Supervisor 1

Dr. Tedi Rohadi. M. Pd. SE. Dipl. TEFLNrP. 19680309 200801 I 017

Supervisor 2Farouk Imam Arasyid. M.Pd.I. M.PdNIP.19830420 200901 1 009

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xii

TABLE OF CONTENT

Page

ACKNOWLEDGEMENT ................................................................................ x

TABLE OF CONTENTS ................................................................................. xii

LIST OF TABLES............................................................................................ xv

LIST OF APPENDICES .................................................................................. xvi

CHAPTER I INTRODUCTION ................................................................... 1

1.1 Background of The Research .............................................................................. 1

1.2 Research of Question ........................................................................................ 7

1.3 Aims of the Research ......................................................................................... 7

1.4 Scope and Limitation of The Research ............................................................... 8

1.5 Significance of The Research .............................................................................. 8

CHAPTER II THEORETICAL FOUNDATION ....................................... ..9

2.1 The Concept of Tenses 9

2.2 The Form of Present Tense ............................................................................... 10

2.3 The Function of Present Tense ........................................................................... 15

2.4 The Usage of Present Tense .............................................................................. 17

2.5 The Concept of Writing ............................................................................... 20

2.5.1 Definition of Writing ............................................................................. 20

2.5.2 A Process Approach to Writing ............................................................. 20

2.5.3 Reasons for teaching writing................................ ................................. 22

2.5.4 Types of classroom writing performance............. .................................. 24

2.5.5 English in Curriculum KTSP or School – Based Curriculum

(SBC)................................................ ...................................................... 26

2.5.6 KTSP or School – Based Curriculum in Junior High School ....................... .. 28

2.5.7 Testing Writing ..................................................................................... ..29

xiii

2.5.8 Test as a means of aid learning............................31

2.5.9 Pictures as an excellent for testing writing........ 33

2.6.0 The Relation between Writing Ability and the Present Tense ............. 34

2.6.1 Frame of Thought............................................... 35

CHAPTER III METHODOLOGY OF RESEARCH ................................. .....38

3.1 Place and Time of the Research ............................................................... 38

3.2 Research Object ........................................................................................ 38

3.3 Method of The Research ........................................................................... 38

3.4 Type of the Research ................................................................................ 38

3.5 Population and Sample ............................................................................. 39

3.6 Type of Collecting Data ............................................................................ 39

3.7 Method of Collecting Data ........................................................................ 39

3.8 Method of Analysis Data .......................................................................... 40

3.9 Classifying of The Students’ test score .................................................... 44

CHAPTER IV THE RESEARCH FINDING .............................................. ... 49

4.1 The Data Result of The Students’ Present Tense

Test ........................................................................................................................... 49

4.2 The Data Result of The Students’ Writing Abilty

Test ........................................................................................................................... 51

4.3 The Correlation between the data result of the Students’ Present Tense Test( x variable)

and the Data Result of The Students’ Writing AbilityTest ( y variable)............... 54

4.4 The Interpretation from the test result .............................................................. 56

4.5 Discussion ......................................................................................................... 60

xiv

CHAPTER V CONCLUSION AND SUGGESTION.................................. ... 61

5.1 Concluson ......................................................................................................... 61

5.2 Suggestion .......................................................................................................... 62

REFERENCE ............................................................................................................. 63

APPENDIXES ..........................................................................................................xvii

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the research, research

question, aims of the research, scope and limitation of the the research and

significance of the research.

1.1 Background of the Research

Language is a means of communication that is used to transfer information,

ideas, and feelings from one person to another. It is used to communicate both in

written and spoken form. Languages become the most important in human life.

Basically, people need to communicate with others. To do this, they need

language to express their feeling, ideas and desires to others. Without language,

we will not be able to interact or relate to other human beings. Own language and

characters have different types, depending on his or her residence. Nevertheless,

judging from its functional all the same language, namely as a means of

communication or interaction.

As one of international language, English is used widely by almost all

countries in the word in written and spoken form. The domination of the English

language globally is undeniable. English is the language of diplomacy and

international communications, business, tourism, science, computer technology,

media, Internet and education fields as well. English becomes one of essential

means to communicate and to express idea among people from different countries

From these points of view, English has become an important role in our

life.English becomes something that important to be learnt and taught. In

Indonesia, English become a compulsory subject matter that learnt and

taught from Elementary school to university level.

In order to increase the student capability in mastering English, the

government develops English curriculum. The development of English

curriculum aims to follow the world dynamics which is always changing. The

government pays attention to this case intensively by releasing some latest

regulations related with curriculum and competence, like:

2

U 20/2003. Undang – Undang Republik Indonesia Nomor 20 Tahun 2003

tentang Sistem Pendidikan Nasional (Law 20/2003 on the National

Education System)

PP 19/2005. Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun

2005 tentang Standar Nasional Pendidikan (Government Regulation

19/2005 on the National Education Standard).

Permendiknas 22/2006. Peraturan Menteri Pendidikan Nasional

Republik Indonesia Nomor 22 Tahun 2006 tentang Standar Isi untuk

Satuan Pendidikan Dasar dan Menengah (Ministerial regulation on the

content of elementary and secondary education)

Permendiknas 23/2006. Peraturan Menteri Pendidikan Nasional

Republik Indonesia Nomor 23 Tahun 2006 tentang Standar Kompetensi

Lulusan untuk Satuan Pendidikan Dasar dan Menengah (Ministerial

regulation on the competency outcome in elementary and secondary

education)

In mastering English, there are four basic common skills of English

that should be mastered by students, those are listening, speaking, reading, and

writing. It is obvious that speaking and writing are productive skills and

involve some kinds of production on part of the language user . Whereas

listening and reading are receptive skills in the language user become

receiving written or spoken language.

From those skills, writing seems to be the most difficult skills for

students to acquire. Writing is an essential tool for communication. Furthermore,

it becomes a vital means not only to convey information, but also to transform

knowledge to create new knowledge. As it requires the reader or the audience

to understand and interpret what has been written. Langan (1987) and

Gunning (1998) agreed that writing is difficult when they stated that writing

is both more complex and more abstract than talk. It is believed that writing

demands a great deal of skills and conventions such as writing readiness and

grammatical rules for the students to become proficient and effective writer.

Besides that, teachers too face great challenge to teach this skills and

conventions as students may at times find them confusing and difficult to

3

understand and write affective writing in English. Writing is not just putting

pen to paper or writing down ideas but it is how the ideas are presented or

expressed effectively.

In writing, when the students, even, want to make a simple sentence, they

need to know the rules how to make it correct grammatically and structurally. To

be a good writer or at least to be able to make an acceptable sentence based on the

rules, the students have to master grammar since it is the basic rule of language. In

this case, verb tenses have an essential role, because they tell readers when actions

are taking place. Careful and accurate use of tenses is important to clear writing.

For instance, if the verbs in a passage refer to actions occurring at present actions,

the present tense is definitely needed to be used

All language skills, of course, are related to each other so the students must

be trained adequately in all the four basic skills to make them easily practice and

use the language. Alexander (1967:VII) says that in order to be a skilled

performer the student must become proficient in using the units of a language. It

means that they have to study about vocabulary, sound system and grammar.

As a matter of fact, most students in Indonesia also have problems in

mastering grammar that can be considered as a complicated one. Swan

(1996:xiii) explains that grammar is the rules that say how words are combined,

arranged and changed to show different meaning while Chomsky (1957) as cited

in Boey (1975:57) states that grammar is a device of some sort for producing the

sentences of the language under analysis. From kin et.al. (1999:10) says that

grammar is the sounds and sounds patterns, the basic unit of meaning, such as

words, and the rules to combine them to form new sentences. From all grammar

definition above, we can conclude that grammar is essentials as the rules of the

wording to make meaningful utterances.

Based on the information obtained from the English teacher at MTs

Nusantara Dadap - Indramayu, many students still have difficulties in mastering

grammar as one of components of writing ,especially present tense in the use of

subject-verb agreement and the usage. Many of them, for example, are still

confused why some sentences use auxiliaries, is, am, and are in stead of

auxiliaries do and does or why some sentences have to use auxiliaries is not

4

amorare and vice versa. More over, some students are still confused in making

different which subject uses auxiliaries do and which ones uses does. All these

problems above arise since the students do not understand the right rule of

present tense and this absolutely effect the students ability in writing.

Here are some examples from common sentences mistakes that is still

written by the students.

1. Affirmative Sentence

Mrs. Susi is drink a glass of milk, instead of writing, Mrs. Susi drinks a

glass of milk

2. Negative Sentence

Mrs. Susi do not drink a glass of milk, instead of writing, Mrs. Susi

doesn’t drink a glass of milk

3. Question sentence

Is Mrs. Susi drink a glass of milk?, instead of writing, Does Mrs. Susi

drink a glass of milk?

In communication, when the students try to speak, the teachers sometimes

let their students put the grammar a side to make their students feel comfortable

with the language. But it does not mean that they justify the mistake or the error.

It is just one way to motivate them to speak and to make them love English. But

speaking is different with writing. Perin and Graham (2007:9) says that writing

plays two distinct but complementary roles. First, it is that skills (such as

planning, evaluating, and revising text). Second, writing is a means of extending

students’ knowledge; it acts as a tool of learning subject matter. As a means of

extending students’ knowledge, the students need to know and to understand how

to make a sentence correctly. The understanding and mastering present tense, as

the first grammar they learn, know and use, can help the students to write English

sentence correctly.

In line with the background of this study, The writer interested in knowing

how well the eight grade students of MTs Nusantara is mastering grammar in the

form of present tense and how well their ability in writing by using it.

To support this research, the writer has analyzed some previous studies. The

researcher overviews about two previous researches before, they are:

5

1. The firsh previous research is conducted by Desy Lia Khoirun nisak with

the title “The correlation between students’ simple present tense mastery

and their ability in writing descriptive text of the tenth grade students of

SMAN 4 Purworejo in the academic year of 2012/2013”.

The objective of the study is to find out whether or not there is a

correlation between students’ mastery of simple present tense and their

ability in writing descriptive text. This research to 31 students as the

sample. The population of this study was the tenth grade students of

SMA N 4 Purworejo in the academic year of 2012/2013. The sampling

process was administered by applying a purposive sampling technique.

To collect the data, the researcher used test as the instrument. The result

of this research showed that there is a significant correlation between

students’ mastery of simple present tense and their ability in writing

descriptive text. The result of the correlation product moment was 0.712

and it was categorized as a high significant level 5% the value of r table of

product moment is 0.355. The computation show that r value is higher than

rtable that is 0.712 > 0.355. The coefficient is positive and significant.

The research found that the mean of simple present tense test is 75.81

and the mean of writing descriptive text test is 70.74. Based on the

product moment correlation (r) analysis, it can be cancluded that there is

a positive and significant correlation between students’ simple present

tense mastery and their ability in writing descriptive text of the tenth

grade students of SMA N 4 Purworejo in the academic year of

2012/2013. The value of r is 0.712 and r-table is 0.355 (the level of

significance is 5%), r value is higher than r table (0.712 > 0.355). So it

indicates that the hypothesis is accepted (http://ejournal.umpwr.ac.id)

2. The second previous research is conducted by Hanifah Oktarina, with the

title: “The correlation between the second year students’ simple present

tense mastery and their ability in writing a descriptive text at SMPN3

Batang Anaikab. Padang Pariaman”.

This research aimed at correlating the second year students’ simple

present tense mastery and their ability in writing a descriptive text at

6

SMPN 3 Batang Anai Kab. Padang Pariaman. The design of this research

was correlational in nature. The population of this research was the

second year students at SMPN 3 Batang Anai Kab. Padang Pariaman. The

total population was 281 students. The researcher used cluster random

sampling technique to take sample. The sample in this research was 32

students.

Based on the result of this research, it was found that the correlation

between the second year students’ simple present tense mastery and their

ability in writing a descriptive text at SMPN 3 Batang Anai Kab. Padang

Pariaman was significant. It was proved by the fact that the value of r

calculated was 0.76 and the value of r table was 0.35. It means that r

calculated was higher than r table. Based on findings that have already

been shown, it could be stated that the alternative hypothesis was

accepted. In other word, there was a significant correlation between

simple present tense mastery and the ability in writing a descriptive text

of the second year students at SMPN 3 Batang Anai. It was proved by the

value r calculated that was higher than r table. From the research it was

found that the grade of simple present tense mastery can influence the

grade of writing descriptive text.

Another conclusion that the correlation between simple present tense

mastery and the ability in writing a descriptive text of the second year

students at SMPN 3 Batang Anai was categorized as high correlation. It

means that, simple present tense gives much effects in writing a

descriptive text.(http://ejurnal.bunghatta.ac.id)

3. The third previous research is conducted by Nikmaturohmah, Nayu

Zariah, with the title “The Correlation between Simple Present Tense

Mastery and Ability in Writing Descriptive Text of the First Graders of

SMPN 1 Kauman”.

Based on the result of this research, it was found that the mean score of

grammar test is 76.5541. This mean score is in the level 70 up to 79. So, it

can be said that the students’ simple present tense mastery is good. The

mean score of writing test is 63.0632. This mean score is in the level 60

7

up to 69. So, it can be said that the students’ ability in writing descriptive

text is fair.

The sig. (2-tailed) that is 0.014 is lower than level of significant (α) 5%,

then Ha which states that there is a correlation between simple present

tense mastery and ability in writing descriptive text is accepted, and Ho

which states that there is no correlation between simple present tense

mastery and ability in writing descriptive text is rejected. It means that

there is a correlation between simple present tense mastery and ability in

writing descriptive text. (http://opac.iain-tulungagung.ac.id

Their research finding and result showed that the students’ mastery of present

tense have correlated with their writing ability especially in writing descriptive

text. or in other words, the students’ mastery of present tense can improve their

writing ability. This research is different from those research that mentioned

above, because this research focus on using picture as a technique to assess the

students ability in writing as well as their understanding about the rules of

grammar, present tense.

Followed the previous research above, the writer is interested to do the

research under the tittle the correlation between the students’ mastery of present

tense and their writing ability at the eight grade of MTs Nusantara in the academic

year 2015/ 2016.

1.2 Research of Question

To know the research of question is the most important part in the research,

the researcher decides some research of question that will be discussed here. In

this research the researcher formulates the research of question as follows:

1. How is the students’ mastery of present tense?

2. How is the students’ writing ability?

3. Is there any correlation between the students' mastery of present tense

and their writing ability?

1.3 Aims of the Research

The aims of research that will be obtained here are as follows:

1. To know the students’ mastery of present tense.

2. To know the students’ writing ability

8

3. To find out whether or not there is a correlation between the students’

mastery of present tense and their writing ability

1.4 Scope and Limitation of the Research

The scope and limitation of the study are limited to the subject and object of

the research.

1.4.1 Research Subjective

1. The research subject is limited to the eight grade students at MTs

Nusantara

1.4.2 Object

1. The research objectis limited toward two data tests result, those are :

1.1 The students’ mastery of present tense test result.

1.2 The students’ writing ability test result using present tense.

1.5 Significance of the Research

1.5.1 Theoretical Significance

The study will be useful for the students as the aims of this research. The

aim is to improve their skills in the present tense and their writing ability.

The writer expects the students will recognize and realize that mastering

grammar, especially present tense, is useful to have a good skill in writing.

1.5.2 Practical Significance

By conducting this research, the writer hopes that the result will reveal the

real condition about the students’ mastery of present tense correlated with

their writing ability at the eight grade of MTs Nusantara Dadap-Indramayu

in the academic year of 2015/2016.

9

6. Delimitation of the Research

In this research, it is necessary to limit this research because the problems

relate to teach grammarand writing are too broad. Therefore the discussion

in this research must be restricted. So this research will be only limited as

follow

Correlation/noun

A connection between two things in which one thing changes as the other

does (Oxford Advanced Learner’s Dictionary).Correlation is the mutual

relationship between two variables: the mastery of simple present tense

as independent variable and writing descriptive text as dependent

variable. It is measured by using Pearson Product Moment Correlation

Mastery/ noun

Complete control of something. (Cambridge Advanced learner’s

Dictionary)

Present tense

One of tenses that used when we talk about permanent situation, things

that happen regularly, series of action and events that are completed as

we speak (Swan, 1995:443)

Writing/noun

Writing is a medium of communication that represents language through

the inscription of signs and symbols (wikipedia). The activity of writing

is in contrast to reading, speaking, etc.

Ability/noun

The physical or mental power or skill needed to do something

(Cambridge Advanced learner’s Dictionary)

7. Outline of the Research

This study is divided into five chapters. Each chapter explains different

matters in line with the topic that is discussed.

Chapter I is introduction. It consists of the background of the research,

research question, aims of the research, scope and limitation of the the research,

10

significance of the research, terms of reference and outline of the research,

previous research over view and frame of thought.

Chapter II deals with the review of theoretical framework. It consists of the

concept of the tenses, the form of present tense, types of present tense and their

function, the usage of present tense and the concept of writing.

Chapter III presents research methodology, which consists of place and time

of the research, research object, method of the research, type of the research,

population and sample, type of collecting data, method of data analysis and

classifying the students’ test score.

Chapter IV is research finding. It is the analysis to answer the formulation

of the problem. It consists of the result of present tense test, result of writing

ablity test, the correlation between the data result of the students’ present tense

test (x variable) and the result of the students’ writing ability test (y variable), the

interpretation from the test result and the discussion.

Chapter V is conclusion and suggestion, it is the conclusion of the research

and suggestion that the writer made from the research findings.

61

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of conclusion and suggestion, it is the conclusion of

the research and suggestion that the writer made from the research findings.

5.1 Conclusion

After calculating and interpreting the data avaliable at the research which

has been done by the writer, then the writer comes to the conclusion that it can be

used to answer three questions that have been formulated in chapter 1 (one) in the

question of doing research as follows:

1. After calculating and interpreting the data,the writer concludesfrom

the result of simple present tense test that the eight grade students of

MTs Nusantara had average score 76. Consulting with the

measurement of the students achievement classification table, it can

be said that the students had good achievement in present tense

mastery.

2. After calculating and interpreting the data,the writer concludes from

the result of writing test that the eight grade students of MTs

Nusantara had average score 69. Consulting with the measurement of

the students achievement classification table, it can be said that the

students had fair achievement in writing ability test.

From the result, the students still have difficulties in writing English.

They need more drilling in writing

3. After calculating and interpreting the data, the writer concludes that

there is substantial correlation between x variable andy variable.

Taking a point of view from the result of the value of “r” product

moment (that is 0.677). which the value of it is between 0.40 – 0.70. it

means that the correlation between x variable and y variable is

sufficient.

Using the interpretation toward the correlation index value of “r”

product moment by consulting to the table of value of “r” product

62

moment the value from the result of “r” product moment in the level

of significant 5% is bigger than the value from the table of “r” product

moment (0.677>0.374), it means that in the level of significant 5% the

zero hypothesis (Ho) is rejected. So, the alternative hypothesis (Ha) is

approved or accepted. In other words, in the level of significant 5%,

there is sufficient correlation between x variable and y variable. In

other word, a high and low of the students’ writing ability has

correlation with the students’ mastery of present tense.

The writer also finds that that 45,8% is the big influential level from

the correlation between the students’ mastery of present tense and

their writing ability. And it can be known that 54,2% of other factors

influencing the students writing ability.

5.2 Suggestion

Based on the result of the research, the writer would like to offer

somesuggestions to improve the students’ writing ability especially in describing

something using present tense. The suggestions are:

1. The students should improve their mastery of present tense because the

masteryof present tense can improve their writing ability especially in

describing something

2. The students should read as much as possible in order to enrich and

supporttheir knowledge and improve their writing ability.

3. It is essential for the teacher to know that one of the factors affect

thestudent's writing ability in describing something is thestudents’

mastery of present tense.

4. The teacher should provide an opportunity for students to have an

extensivewriting practice in the class and give students more writing

assignments.

63

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